Equitable+Learning+Outcomes_Culture

 **NOTE: This page needs updating!**

The English curriculum states on page 14 that “all students should be encouraged to appreciate New Zealand’s bi-cultural heritage…and understand and respect the different cultures which make up New Zealand society.”

English department strategies that recognise both the bicultural and the multicultural nature of the school include: • English teachers creating environments that are supportive of cultural and linguistic differences • a context of English teaching that draws upon the experiences and backgrounds of the students • texts and other resources that reflect the cultural heritages of the school community e.g. - New Zealand texts, including texts by Maori authors, are included - texts and other resources catering for new learners of English are used • catering for differing teaching and learning styles. Group work such as brainstorming, discussion, debates, research and drama are used as learning tools to promote tolerance and respect • giving students clear information regarding course requirements, deadlines and criteria for assessment • lessons using a variety of visual, auditory and kinaesthetic processes for teaching and learning i.e. every instruction that is given verbally to the class must also be written on the whiteboard. Extensive copying of work from the whiteboard is not a viable teaching and learning process • recognising and teaching the power of language • developing a positive classroom environment where all receive equitable attention and learning assistance, and those who do not feel confident enough to ask for help are not overlooked

[Insert statements or programmes outlining the way your department supports the Treaty of Waitangi]

